Humane Letters 10 Eagle Ridge Academy

Humanities Overview Required course for all students grades 9-12 Fulfills the English and History requirements at each grade level Focused on utilizing primary sources and literature composed during different eras to teach History and Language Arts Meets for two 52 minute class periods daily Frequent shorter writing assignments and a larger research essay Primary Methodology in class is Seminar Discussion Students sit facing each other, take notes, and practice active listening Students build communication skills, articulate arguments, delve deeply into text(s)

10th grade medieval through renaissance humane letters Collapse of Rome & Early Middle Ages Augustine, Boethius, Beowulf , and primary sources Medieval Romance and History Parzival, Pope Urban II, Peter Abelard Medieval Philosophy and Literature Aquinas, Dante, Chaucer Renaissance Humanism Erasmus, Machiavelli, More Protestant Reformers Wycliffe, Luther, Calvin Elizabethan Drama Shakespeare, Marlowe

Classroom expectations Be prepared for class: notes/binder, reading comprehension packet/prompts, book, and writing utensil(s) Participate in discussion: see guidelines for Socratic Seminar Be prompt when turning in work: 1 week grace period for 80% max. Complete homework: reading every night, weekend reflection papers, longer (usually writing) assignments

A day in humanities Class always begins with Do Now exercise (usually short reflection in preparation for discussion that day) Quiz (occasionally) Group Work/Lecture Review reading (method depends upon text) Discussion/Socratic Seminar

Things to note Homework repeated multiple ways: Classroom whiteboard My course website Orally announced in class Regular assignments: reading, note checks, reflections E-mail updates to parents biweekly Grading scale found in syllabus: emphasis on participation & writing Rigorous course: assistance available, if requested

Economics Eagle Ridge Academy

Class Objectives Understand basic economic phenomena such as supply and demand, fiscal and monetary policy, types of economic systems, externalities, etc. Apply economic reasoning to everyday decisions in order to become more financially responsible citizens. Become more aware of economic happenings on a local, national, and global level

General Course Timeline Quarter 1: August-November Introduction to economic reasoning, microeconomics Quarter 2: November-January Macroeconomics, global economics

Class Expectations Be Prepared for class: notes/binder, reading comprehension packet/prompts, textbook, and writing utensil(s) Participate in Discussion/Simulations Be Prompt when turning in work: 1 week grace period for 80% max. Complete your homework: reading at least a few times a week, article review writing assignments (three total, brief report/reflections on economic- based news articles)

A Day in Economics Do Now: some simple task, usually either a short written response to a posed question or a directive to prepare for class Check-in/Quiz: not always graded, ways for me to check student understanding Lecture/Note-taking: review of homework reading in textbook, not everything covered (encourage your student to ask questions!) Discussion: Humanities-style conversation about the topic of the day/week Simulation: activities where students “act out” economic phenomena (e.g. role-playing buyers and sellers in a market to demonstrate price determination)

FAQ Semester course (“singleton”) Meets for 52 minutes daily Required for graduation Available to grades 9-12 Textbook-based curriculum Grading scale gives equal weight to exams, participation, writing, and “other” categories Homework announced in class, posted in classroom and on course website